An Interactive, Instructor-Supported Reading Approach vs. Traditional Reading Instruction in Spanish

Authors

  • Ransom F. Gladwin IV,

    Assistant Professor
    1. (PhD, Florida State University) is Spanish and the coordinator of the Foreign. Language Education Program in the Department of Modern and Classical Languages at Valdosta State University in Valdosta, Georgia.
    Search for more papers by this author
  • Jonita Stepp-Greany

    educational consultant and former
    1. (EdD, University of Florida) is Spanish language program director. She frequently has provided consultation in foreign language curricular and instructional issues in the state of Florida, working with teachers and graduate teaching assistants in the area of professional development.
    Search for more papers by this author

Abstract

Abstract: This study analyzes the effects of the Interactive Reading with Instructor Support (IRIS) model on reading comprehension, as compared to a traditional (direct-teaching/lecture format) instructional model. The IRIS model combines reading strategies and social mediation together in the Spanish as a second language environment. In the IRIS model, elements of strategy-focused instruction, scaffolding, and language promoting assistance are operant. The IRIS model, a collaborative learning approach, presents no disadvantage in reading comprehension when compared to a traditional direct-teaching model. Furthermore, a slight trend in the data shows an increase in recall performance of the experimental group (the students participating in the IRIS model) when compared to the control group throughout the term.

Ancillary